activating students with it tools

Activating students with IT tools

Damiano Varagnolo

SRT Reglerteknik

Vem är jag?

Meanwhile, in Chioggia. . .

Roadmap, first version

reflections on the titlewriting on slidesregistering videosflipped classroomsactive learning strategiespersonal ideas, tricks and visions about teaching

what does "active students" mean?

what does "passive students" mean?

what does "passive teachers" mean?

can "passive teachers" make "active students"?

can "passive teachers" become "active teachers"?

Roadmap, rephrased

IT tools for us

strategies for more active students

a call to arms

part I: IT tools for us

IT tools for us

examples

writing on slides

IT tools for us

examples

writing on slides

registering videos

An example of the powerfulness of writing on slides

Roadmap:vectors and matricesmatrix times vector operationsgeometrical intuitions

An example of the powerfulness of writing on slides

Roadmap:vectors and matricesmatrix times vector operationsgeometrical intuitions

From scalars to vectors

Vector times scalar operations

From vectors to matrices

Matrix times scalar operations

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

Matrix times vector operations

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

= v1x1 + v2x2 + v3x3

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

= v1x1 + v2x2 + v3x3

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

= v1x1 + v2x2 + v3x3

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

= v1x1 + v2x2 + v3x3

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

= v1x1 + v2x2 + v3x3

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

= v1x1 + v2x2 + v3x3

Question 1When is this operation well defined?

1 only when # columns of V = # elements of x

2 only when # rows of V = # elements of x

3 only when # columns of V = # rows of V

4 I don’t know

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

∣ ∣ ∣

v1 v2 v3

∣ ∣ ∣

⎤⎥⎥⎥⎥⎥⎦

⎡⎢⎢⎢⎢⎢⎣

⎤⎥⎥⎥⎥⎥⎦

= v1x1 + v2x2 + v3x3

Graphical example:

Important result: square matrices represent shearing. . .

. . . and rotations

Writing on slides - debate time!

what did you like?what did you dislike?

Why writing on slides? My opinionsBetter than whiteboards because:

can draw on graphicsfaster to erase, choose colors, thicknesscan do ctrl-z / ctrl-c / ctrl-pcan be taped easily

Worse than whiteboards because:need the hardwarerequires us to change

Poll: how many said at least once to thestudents “prepare for a changing world”?

Why writing on slides? My opinionsBetter than whiteboards because:

can draw on graphicsfaster to erase, choose colors, thicknesscan do ctrl-z / ctrl-c / ctrl-pcan be taped easily

Worse than whiteboards because:need the hardwarerequires us to change

Poll: how many said at least once to thestudents “prepare for a changing world”?

Bonus!

(suggestion: browse with me)

An incomplete list of competitors of RealTimeBoard

AWW AppWhiteboard FoxWeb WhiteboardTwiddlaGroupboard. . .

Writing on slides: hardware tools

Writing on slides: software tools

registering videos

Registering videos: when do I do it?

1 lessons and seminars2 FAQs from students3 demonstrations (e.g., how to use SW tools)

Registering videos - debate time!

when would you use it?when would you not use it?

Why registering the videos? My opinionsPros

for students:material always available & less pressure to be in class

for teachers:free some time & puts the responsibility on students

Consfor students:

may feel like "staying at home"may need to adapt to a new teaching strategy

for teachers:need to learn how to do and feel comfortablerisk of "shame" for errors that may go public

Why registering the videos? Students’ opinions

“I really like to whole "modern" concept with recording of writing during thelectures, its fantastic to use during the repetition or when you don’tunderstand a part completely”

“I like that the classes are being filmed so you can go back to watch”

“The recorded lectures is bloody brilliant”

Registering videos: tools

Bonus!

OBS and zoom can do simultaneous taping and streaming

Bonus! How to manage your personal webpage

part II: students activation strategies

Agenda

flipped classroomspeer instructions

Flipped classrooms - what

Flipped classrooms - whyPros

for teachers:can focus on stuff that is more funcan reuse material from other years / other peerscan understand better how students are understanding

for studentsmore useful time in class & more individualized teaching

Consfor teachers

have to re-think at the material and to do the videos – can take a lot of timefor students

must follow a more constant workload during the learning period39

Flipped classrooms - Student’s opinions

“I’ve really enjoyed this concept of flipped classrooms and would really liketo see more teachers implement this in their teaching”

“The flipped classroom videos are great, because its very often that I findmyself not paying attention during regular lectures, or maybe notunderstanding something. The videos gives me the opportunity to rewatchanything I didn’t understand”

“It has been extremely helpful to use Scalable learning. It helps if there issomething one have missed and it is also very helpful when studying for theexam”

“It does feel like more work, but I think I’ve learnt more this way”

Flipped classrooms - how

setting up the homepage

Flipped classrooms - how

ssh scripts for transferring the material

active learning

Active learning: what

= try to involve students in the learning processmore than what they would do by just listening

Active learning: why

Active learning through peer instructionsaim = foster:

discussions among and with studentssharpen focus and understanding

algorithm:1 the teacher poses one question2 students think individually and then provide an individual answer3 the teacher shows the aggregate responses, without giving the correct

answer4 students form small groups, discuss the question, then provide again an

individual answer5 the teacher shows the new aggregate responses, then gives the correct

answer, then takes and responds to questions47

Active learning through peer instructions - example

Which of these are reasons for the seasons?1 the height of the sun in the sky during day2 the Earth’s distance from the sun3 how many hours the sun is up each day

Active learning through peer instructions - example

Which of these are reasons for the seasons?1 the height of the sun in the sky during day2 the Earth’s distance from the sun3 how many hours the sun is up each day

Active learning through peer instructions - exampleClaim: Every card with a VOWEL on one side has an EVEN number on the otherside. Which cards must you turn over in order to test whether the claim is true?

1 A only2 A and 4 only3 A, D and 4 only4 A and 7 only

(a.k.a. Wason selection task)49

Active learning through peer instructions - exampleClaim: Every card with a VOWEL on one side has an EVEN number on the otherside. Which cards must you turn over in order to test whether the claim is true?

1 A only2 A and 4 only3 A, D and 4 only4 A and 7 only

(a.k.a. Wason selection task)49

Peer instructions: better in dedicated rooms

https://www.youtube.com/watch?v=Ol3WabrXcR4

some ideas from my experience

Potential ideas

final lab report = “scientific paper”2-stages feedback for the lab reports – algorithm:

1 students do a first version of the report;2 students get feedback;3 students improve the report, but highlight what they improved in the second

version in a summary, and write the modifications in blue;4 students get the grade (now without feedback).

flexible lab groups“logical learning units” flowchart

Potential ideas

a call for arms

A call for arms

why did I get the “pedagogical prize 2017”?

my opinion: a strive for improving, that makes me seem "innovative" and caring

A call for arms

why did I get the “pedagogical prize 2017”?

my opinion: a strive for improving, that makes me seem "innovative" and caring

A call for arms

will teaching change in the next decades?

how do we want to adapt? And which performance index shall we maximize?

A call for arms

will teaching change in the next decades?

how do we want to adapt? And which performance index shall we maximize?

A call for arms - concepts, not procedures!

A call for arms - add oral examinations!

are students going to just solve exercises when they will go working?

A call for arms - get out of the comfort zone!

can one really understand what it means to be a student if that person hasn’tbeen studying for years?

Damiano Varagnolo

SRT Reglerteknik

activating students with it tools

Documents